The Bachelor of Teaching in Primary programme emphasizes child-centered teaching approaches that nurture curiosity, critical thinking, and creativity while supporting the social and emotional development of primary students. The programme focuses on developing teachers' ability to plan engaging lessons, assess learning effectively, and adapt teaching strategies to support different learning styles and abilities. Participants will also develop skills in classroom management, parent communication, and supporting children's wellbeing, preparing them to become confident and inspirational primary educators who can help every child reach their full potential. Graduates will gain the knowledge and practical skills needed to teach across all primary subjects, from literacy and numeracy to science and creative arts.
General Entry Criteria
2 passes in A Level/HSC (At GCE A/L, a pass is considered E and above. HSC pass is considered C and above) OR
Attainment of a Level 4 qualification in a related field OR
Attainment of Level 4 Foundation Study Programme is approved for the specific Diploma programme.
Alternative Entry Criteria
20 years old, Completion of a Level 4 qualification (unrelated), and successful completion of an MQA approved University Preparation Program OR
20 years old, completion of secondary school, 2 years of relevant work experience, and successful completion of an MQA approved University Preparation Program
Core Modules
Year 1
Literacy in the Early and Primary Years
Introduction to SEN and Disabilities
Mathematics Education for Early and Primary Years
The Psychology and Sociology of Education
Creative Movement for Early Childhood Education
Social Studies
Teaching Science in Early and Primary Years
Teaching Practicum I
Award Diploma in Teaching Primary
Year 2
Sustainability: Theory, Practice, and Impact
Creativity and Artistic Development in Primary and Early Years
Assessment and Evaluation in Early and Primary Years
Early Intervention and Behaviour Management
English Language for Early and Primary teachers
Teaching, Learning and Play in Education
Digital Technologies and AI in Teaching and Learning
Developmental Mathematics Education for Early and Primary Years
Year 3
Process and Pedagogy for Reading and Text Construction
Childhood Literature
Integrated Science
Curriculum Adaptations: Developmental Disabilities
Extended Mathematics Education for Early and Primary Years
Maldivian History, Culture and Identity
Advanced Approaches to Teaching Science in Early and Primary Years
Teaching Practicum II
Award Bachelor of Teaching Primary
Course Fee: MVR 3,750 per month x 36 months
(MVR 2,308 per month under the government free degree scheme)
Upon successful completion programme participant will be able to:
Demonstrate the essential content knowledge and practical classroom skills to perform competently as a critically reflective teacher within primary classroom settings.
Comprehend the intellectual, social, and psychological aspects of their work with primary students and synthesize theory and practice.
Understand the key concepts of curriculum policy formation and curriculum development for primary teaching.
Evaluate and use constructive criticism of their own work and of the primary schools in which they will teach.
Develop theoretical understandings of schooling and education of primary students and implement an on-going program of self-education appropriate to their personal and professional needs.
Understand child cognitive development, higher order thinking skills, teaching process and skills about application of this content knowledge in today’s changing context.
Learn professionalism, including the ability to work in teams and apply basic ethical principles
Demonstrate their commitment to continuous self-improvement by engaging in professional learning, collaborative practice with peers, reflection on practice, and investigation of ideas to improve teaching and learning that contribute to the renewal of the teaching profession
Engage in teaching practices that support diverse learners in the primary class and promote equitable learning opportunities by connecting curriculum to experience and skills of students' home and community, challenging students toward cognitive complexity, and engaging students through dialogue, especially instructional conversation.
Demonstrate teacher leadership in contributing to school improvement initiatives and fostering a positive learning culture.